Dissertation/Thesis Abstract

Educational guerreras: A study of a madre-centered participatory action research for educational system praxis
by Perez-Da Silva, Karen Azucena, Ed.D., Lewis and Clark College, 2016, 184; 10075076
Abstract (Summary)

Latin American and Mexican parents are an important part of the process of social transformation. In a critical framework, it would be “impossible to democratize schools without opening them up to the real participation of parents and the community to determine the school’s destiny” (Freire, 1993, p. 24). When schools provide safe spaces for conscientização —consciousness raising meant to result in praxis—of parents typically silenced, parents can begin to critically name their reality, claim and acknowledge that they are already agents of change (guerreras—fighters)—even if the system has not recognized their assets or agency.

This study places the madre’s—Latin American and Mexican mother—experience, knowledge, skills and culture at the center of knowledge construction and system change in schools. The methodology is rooted in the work of Critical Pedagogues but the conceptual framework is guided by the work of Chicana/Latina Feminista/mujerista pedagogues. The researcher is cognizant that much of the work in Critical Pedagogy is based on issues of class but is convinced that class is only one component of the Latin American and Mexican mother experience here in the United States. As a result this study also utilizes a Latino Critical Race theory lens unique to the madre experience of the participants in this study.

The Critical Dialogue process utilized in this participatory action research provides a glimmer of hope for culturally responsive liberating parent involvement with schools becoming places for social and political transformation. Through non-hierarchical partnerships in confianza, parents and educators together in Critical Dialogue can draw upon the strengths and desires of the community to construct culturally responsive, social, and political changes in educational settings.

Indexing (document details)
Advisor: Feldman, Sue
Commitee: Favela, Alejandra, Lenssen, John
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 77/08(E), Dissertation Abstracts International
Subjects: Womens studies, Multicultural Education, Hispanic American studies
Keywords: Conscientização—consciousness raising, Critical dialogue cycles, Critical pedagogy, Hispanic parents, Liberating parent involvement, Participatory action research
Publication Number: 10075076
ISBN: 978-1-339-57941-2
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